Students
SPHL835 – Voice and Fluency Disorders
2019 – S1 Day
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Elisabeth Harrison
Claire Layfield
|
|---|---|
| Credit points |
Credit points
4
|
| Prerequisites |
Prerequisites
Admission to MSpchLngPath
|
| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
In this unit students will gain a thorough understanding of the nature and etiology of disorders of voice, and fluency, in adults and children. Speech pathology assessment practices, including the use of instrumental and perceptual measures, identification of typical and unusual characteristics, and analysis and interpretation of results will be explored.
|
Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Analyse and evaluate accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis
- Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
- Utilise a social, collaborative, client-centred model of assessment for people with voice or fluency disorders
General Assessment Information
Word limits
Assessment submissions with excessive word counts will receive a penalty commensurate with the amount the submission has exceeded the word limit stated in the assessment description. Excessive word counts will result in the following penalties:
- From 11 to 20% over the word limit = reduction by one grading band.
- More than 20% over the word limit = reduction by at least two grading bands, with further penalties applied at the discretion of the unit convenor.
For example: Word limit = 2000 words; Submission word count = 2240, i.e., 12% over the limit, and therefore a penalty is applied as follows:
- Initial grade = D
- Penalty = reduction of one grading band
- Final grade = C
Penalty for late submission
Late submission of assessments will result in the following penalties:
- 1 day late = reduction by no more than one grading band, at the discretion of the unit convenor
- 2 days late = reduction by no more than two grading bands, at the discretion of the unit convenor
- 3 or more days late = reduction by at least two grading bands, with further reductions at the discretion of the unit convenor
For example: A submission is two days late, and therefore a penalty is applied as follows:
- Initial grade = HD
- Maximum penalty = reduction of two grading bands
- Final grade = C
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| SPHL835.1 | 50% | Yes | Mid-session break |
| SPHL835.2 | 50% | Yes | Week 14 |
SPHL835.1
Due: Mid-session break
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
In this assessment task, students will be provided with case information and, potentially, audio and video relating to people who have fluency disorders. They will be also be provided with a clinical scenario, and asked to develop plans relating to speech pathology assessment for these people. The assessment task will require them to integrate and synthesise case information, case data, theory, research evidence, and routine speech pathology practices in order to formulate this plan.
On successful completion you will be able to:
- Analyse and evaluate accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis
- Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
- Utilise a social, collaborative, client-centred model of assessment for people with voice or fluency disorders
SPHL835.2
Due: Week 14
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
In this assessment task, students will be provided with case information and, potentially, audio and video relating to people who have voice disorders. They will be also be provided with a clinical scenario, and asked to develop plans relating to speech pathology intervention for these people. The assessment task will require them to integrate and synthesise case information, case data, theory, research evidence, and routine speech pathology practices in order to formulate this plan.
On successful completion you will be able to:
- Analyse and evaluate accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis
- Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
- Utilise a social, collaborative, client-centred model of assessment for people with voice or fluency disorders
Delivery and Resources
Students will participate in 2 hour lectorial classes blending teacher-fronted delivery with small group activities. Students will be expected to engage with learning materials before attending and participating in weekly classes, and then to complete learning activities following class. In addition, students will be expected to participate in learning activities at an off-campus specialist laryngectomy clinic; details of this clinic visit will be provided during the session. All learning and teaching activities will occur over the standard 13 teaching weeks of the session.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Analyse and evaluate accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis
- Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
- Utilise a social, collaborative, client-centred model of assessment for people with voice or fluency disorders
Assessment tasks
- SPHL835.1
- SPHL835.2
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Analyse and evaluate accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis
- Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
- Utilise a social, collaborative, client-centred model of assessment for people with voice or fluency disorders
Assessment tasks
- SPHL835.1
- SPHL835.2
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Analyse and evaluate accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis
- Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
- Utilise a social, collaborative, client-centred model of assessment for people with voice or fluency disorders
Assessment tasks
- SPHL835.1
- SPHL835.2
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
Assessment tasks
- SPHL835.1
- SPHL835.2
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
- Utilise a social, collaborative, client-centred model of assessment for people with voice or fluency disorders
Assessment tasks
- SPHL835.1
- SPHL835.2
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Analyse and evaluate accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis
- Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation
- Select and analyse appropriate, evidence-based speech pathology assessment for voice and fluency disorders
- Utilise a social, collaborative, client-centred model of assessment for people with voice or fluency disorders
Assessment tasks
- SPHL835.1
- SPHL835.2